Questioning Techniques of Effective Teachers at Secondary Level: An Observational Study

Abstract

The present study is an attempt to explore the questioning tactics of competent instructors at secondary level in Gurugram, Haryana. The primary goal of this study is to discover, classify and assess different sorts of questions that experienced teachers utilize during the classroom instruction and to understand how these questions effect students' learning and involvement. The study was conducted in an observational research design. The total 120 class observations were conducted in 12 secondary schools (government and private) in Gurugram district. Six effective instructors were selected from each type of school based on their students’ academic achievement, their peers’ recommendations, and their principals’ ratings. Data were obtained by means of standardized observation checklists, field notes and short teacher interviews. The data suggest that effective teachers in Gurugram employ higher order questions (55%) more than lower order questions (45%). They routinely employ probing, redirection and wait time techniques. The survey also indicated that the frequency of higher-order questions was considerably higher in private schools compared to government schools. The findings underline the need for teacher training programmes to emphasise the development of questioning abilities to enhance classroom interaction and student thinking.